RW Module 1 (Lesson 1-2).pptx
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This document provides information about reading and writing skills, including strategies for selecting and organizing information such as brainstorming, outlining, and using graphic organizers. It also discusses patterns of development in writing, such as narration, definition, description, comparison and contrast, sequence, cause and effect, and problem and solution. These patterns and strategies aid readers in comprehending texts and help writers structure their ideas in a logical manner.
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Example:
A research paper on the causes and effects of global warming, an article on child labor and child abuse.
4. Persuasive discourse or argumentation – persuades readers through proofs of the writer’s views.
Example:
An essay expounding on the retention or cancellation /cessation of the Visiting Forces Agreement; a commercial and advertisement (print ad) endorsing a student’s “manufactured” product.
A conversation involves a number of participants, at least two, who express their individual thoughts and emotions through spoken words. For them to understand, one another and to ensure a smooth flow of conversation, the spoken words must have connectedness.
The change in topic is simply marked by transitional words. In the same manner, transitional devices are used to show the relationship or connection between ideas in sentences and paragraphs
A written text as a connected discourse is a cohesive and organized piece of writing in which ideas flow logically and smoothly from one point to another. It is characterized by a deliberate and thoughtful arrangement of sentences and paragraphs, creating a unified and coherent structure. Several elements contribute to the connectedness of a written discourse. One of the elements is the use of TRANSITION WORDS.
The use of appropriate transition words facilitates the smooth transition between sentences and paragraphs. These words signal relationships between ideas, helping readers follow the author's train of thought.
Here is a list of common transitional words and the categories to which they belong.
1. To Add:
and, again, and then, besides, equally important, finally, further, furthermore, nor, too, next, lastly, what's more, moreover, in addition, first (second, etc.)
2. To Compare:
whereas, but, yet, on the other hand, however, nevertheless, on the contrary, by comparison, where, compared to, up against, bGraphic representation unit 4
This document discusses graphic representations for organizing ideas when reading texts. It explains that graphs can visually show the main parts of a text and relationships between ideas to help readers better understand and interpret the information. The document also outlines different types of paragraphs that can be identified through this technique, including definition, description, comparison, cause and effect, and narration paragraphs. It provides examples of each type of paragraph and how identifying their rhetorical function is the starting point for understanding important aspects of a text.
6 + 1 traits info
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Techniques in arranging information
The document discusses various techniques for organizing information and ideas, including brainstorming, graphic organizers, and outlining. It provides details on specific brainstorming techniques like cubing, free writing, listing, and mapping. It also explains different types of graphic organizers that can be used to classify ideas and concepts, show relationships, and illustrate processes. Outlining is described as creating a general plan for writing by sorting and grouping information under parallel headings and subheadings.
Teaching With Thinking Graphics
This powerpoint will look at the basic differences between concept maps, mind mapping, graphic organizers, and outlines ... all as a form of graphically representing mental schema. By Jesse Gentile
Running Head SUPERVISION 1SUPERVISION6Supervision Ph.docx
Running Head: SUPERVISION 1
SUPERVISION 6
Supervision: Philosophies and Forms
Name
Instructor
Course title
Date
Introduction
Supervision entails the process of watch or directing of activities critically. There are distinct skills and competencies that constitutes supervision giving the person in charge an opportunity to assist the supervisee and improve performance (Cero, 2015). In addition, supervision models and forms exist and are necessary for providing a framework for effectively engaging in the process of taking charge of individuals. The awareness of the models and forms of supervision helps the managers understand the underlying process of supervision and more importantly encourage active participation. Therefore, the paper discusses two philosophies of supervision namely; Cognitive Behavior Therapy (CBT) and Constructivism. The process of supervision is reinforced with the meaningful interactions between the supervisor-supervisee, and supervision approaches for the attainment of developmental progress.
Counseling Approach
Discuss specific counseling approaches, theoretical perspectives (CBT, REBT and Person Centered) and techniques used in the counseling session. Provide information about the difference between a counseling session and a supervision session.
Supervision Philosophies
Cognitive Behavior Therapy
The supervision philosophies include Cognitive behavior therapy and constructivism are models of supervision that act as interventions to enhance significant growth of supervisee. Cognitive Behavior Therapy is among the most effective and efficient form of supervision whereby the supervisor approaches the process using CBT interventions (Newman, Reiser & Milne, 2016). The task of supervision is serious and useful in increasing the value of the guidance. The person in charge, who is the overseer must establish a purposeful relationship with the supervisee based on principles integrated into therapeutic relationships. Discuss the techniques used in cognitive behavioral supervision. Discuss Focus or Concerns of cognitive behavioral Supervision, Methods of Supervision, Goals of Supervision, Strengths of the Model, and Weaknesses of the Model
Constructivism
On the other hand, in constructivism, the approach suggests that learners generate new concepts based on previous or current knowledge. According to Smith (2017), knowledge is subjective and varies according to the mental construction of individuals. The main focus of constructivist supervision should be centered on the observations and complaints of supervisors. In this case, constructivism provides a positive and useful method of conceptualizing the human experience as people function as active agents of in their life processes (Smith, 2017). Supervision should generate a learning context, alternative views about a problem alongside a procedure that is reflexive. Discuss the techniques used in cognitive behavioral supervision. Discuss Focus or Concerns of ...
Finding Your Voice as an Academic Writer
The document provides guidance on developing an academic writing voice and style. It discusses that academic writing requires presenting a point of view backed by evidence, and establishing credibility. It recommends reading critically and analyzing other authors' arguments to help inform your own writing. The document also outlines strategies for effective paragraph structure such as using topic sentences and logical connectives to ensure coherence and smooth transitions between ideas. Overall, the document aims to help students capture main ideas and structure their writing to clearly communicate their message.
Writing the Research Paper
This document provides an overview of the resources and services available at the Dalhousie University Writing Centre, including help with any phase of the writing process, organization and structure, and referencing. It then discusses key aspects of writing a research paper such as understanding the assignment, choosing a topic, developing a thesis statement, researching and outlining, drafting and revising the paper, using secondary sources, and proper referencing. The writing process and elements of a strong paper such as clear organization, coherent paragraphs, and effective transitions are also explained.
GROUP 5.pptxSHAHSJAHAHSJHSJAHSAJHSJAHSJAHSAJS
The document discusses different types of visual aids that can be used in education to enhance learning. It describes slides and presentation tools, flowcharts and mapping symbols, tables/charts/graphs, diagrams, and images/photographs. These visual aids help convey complex information, engage students, and cater to different learning styles. They allow students to literally see concepts and understand ideas in a more interactive environment.
Week 2 Advanced Communication in Systems LeadershipAssign.docx
Week 2: Advanced Communication in Systems Leadership
Assignment Guidelines with Scoring RubricPurpose:
The purpose of this assignment is to apply leadership self- knowledge, skills, and strategies necessary for effective communication in advanced communication situations. (CO 4)
Due Date: Sunday 11:59 PM MT at the end of Week 2Total Points Possible: 150Requirements
Description of the Assignment
The assignment provides an opportunity for the student to:
· Develop and leadership profile based on leadership style and personality profile
· Apply their leadership profile to advanced communication situations
· Develop strategies that will improve and/enhance advanced communication skills
· Engage in reflective practice through writingPreparing the Assignment
1. Address all components of the Advanced Communication in Systems Leadership paper as outlined under “Assignment Directions and Criteria”.
2. The paper is graded on quality and completeness of information, depth of thought, organization following outline provided, substantive narrative, use of citations, use of standard English, and writing conventions.
3. Format:
a. American Psychological Association. (2010). Publication manual of the American Psychological Association (current ed.). Washington, DC: Author. Is the source used for this paper
i. Required elements
1. Title page, reference page
2. Use Microsoft Word
3. Page numbers, running head, doubles-spaced, times new roman, 12pt font, 1” margins, level 1 headings
4. Paper length: 6 maximum, excluding reference page, title page, and assessment tool
b. Scholarly sources
i. Minimum of four (4) scholarly resources no older than 5 years
c. Proof-reading
i. Use spell check and grammar check and correct all errors
ii. Compare final draft to detailed outline directions to ensure all required elements included
iii. Submitting the paper
1. Submit to Week 2 Assignment portal by Sunday, 11:59 p.m. MT
2. Must achieve TII score < 24% to be graded
3. Final submission only will be graded
DIRECTIONS AND ASSIGNMENT CRITERIA
This paper is a reflective practice experience that requires you to describe selected communication experiences, analyze them through the lens of your newly developed leadership profile, and describe implications for future experiences. You will need to draw on knowledge of advanced communication skills as well as past experiences and knowledge in certain communication situations. Scholarly inquiry into the specified communication types will be needed from at least one (1) peer reviewed journal per situation. Use the following detailed outline to organize your paper. The following headings should be used for your paper and represent what is included in a completed paper.
I. Introduction
a. Approach to paper
b. Statement of purpose
c. Overview of paper components
II. Leadership Profile
a. Identify Leadership Style (per questionnaire)
i. The Blake and Mouton Managerial Grid: Leadership Self-Assessment Questionnaire
https://www.bumc.bu.e ...
Your name _________________________________ Date of submission _.docx
Your name: _________________________________ Date of submission: ______________________
ENG201 Milestone 4: #MyWordsChangeLives Project Outline
#MyWordsChangeLives Project Outline
#wordschangelives
Instructions: Save this document on your own computer. Type into each box and expand it as needed for the length of your response. Answer thoroughly!
PART 1: PERSONAL REFLECTION
TOPIC: What is one problem, issue, or need in the world, or in your own community, that you care a lot about?
PERSONAL CONNECTION: Why is this particular issue important to you? Is there something in your life experience or academic studies that relates?
ROOT CAUSE HYPOTHESIS: What do you think are some of the root causes of this issue? Explain.
AUDIENCE HYPOTHESIS: Based on the causes you have identified, who would be a good audience for you to try to make a change on this issue? Why?
RESEARCH QUESTIONS: The next step is research, What are 3 questions related to your issue that you want to answer during your research? Think of information that might help you better understand the issue in order to address or solve it.
PART 2: RESEARCH SUMMARY
SOURCE #1: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
SOURCE #2: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
SOURCE #3: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
PART 3: PROJECT PLANNING OUTLINE
CREATE YOUR OWN TEXT-BASED CAMPAIGN!
Start outlining the components of your final project here.
You will explain each choice in greater detail and polished prose for your final project.
Headline: What is the “headline” of your campaign? What phrase or hashtag will you use? Why those words?
Message: What is the subtext of the campaign? In other words, what messages are you communicating by the headline?
Audience: With whom is your campaign de.
Text organization structures introduction
This document discusses different text organization structures that are used in informational texts. It explains that informational texts are organized in various ways to inform or persuade readers. Authors use signal words and transitions to connect ideas between different organizational patterns. Teachers should explicitly teach students about different text structures through mini-lessons that involve discussing examples and having students identify patterns. The goal is for students to understand organizational patterns as a tool to support comprehension.
RW Module 1 Lesson 2.pptx
This document provides an overview of different patterns of development that can be used when writing, including narration, definition, description, comparison/contrast, sequence, cause and effect, and problem/solution. It discusses each pattern in 1-2 paragraphs, providing examples and signal words. The document concludes with assigning students to write a paragraph using one of the patterns discussed and prompts for definition and sequence.
Elements Essay 3161-11
The document provides an overview of the key elements of an essay, including:
1. An essay presents a writer's reflections and ideas on a topic in prose form. It can be on any topic and length.
2. The central idea or thesis may be directly stated or implied. Essays are also classified as formal or informal based on style, subject, and tone.
3. There are four main modes of writing essays: narration, description, exposition, and persuasion. Most essays follow an introduction, body, and conclusion structure.
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2. 2 Power Point- Describes a written text as connected discourse. DOWNLOAD.p...
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Running Head SUPERVISION 1SUPERVISION6Supervision Ph.docx
Running Head SUPERVISION 1SUPERVISION6Supervision Ph.docx
Week 2 Advanced Communication in Systems LeadershipAssign.docx
Week 2 Advanced Communication in Systems LeadershipAssign.docx
Your name _________________________________ Date of submission _.docx
Your name _________________________________ Date of submission _.docx
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- 1. READING AND WRITING SKILLS Quarter 3 Module 1: Reading and Thinking Strategies across Text
- 2. Lesson 1 Use of strategies in selecting and organizing information
- 3. The following are some techniques that aid in selection, organization, and retention of concepts and their relations. 1. BRAINSTORMING is a technique to generate ideas within a group or individual setting. It provides a quick means for tapping the ideas and concepts of an individual or of a group then helps establish patterns and develop relationship among these concepts.
- 4. Tools in brainstorming: a. Idea list - Start by listing down broad topics then go on by identifying related, narrower topics.
- 5. b. Concept map – Begin by writing the main concept at the middle and then adding more branches for its subtopics. Explore more topics by adding more branches.
- 6. 2. OUTLINING Outlines serve as a road map or blueprint when writing. It helps organize the ideas as it shows the hierarchical relationship or logical ordering of information.
- 7. There are two ways to write your outline: a. Topic outline – uses words or phrases as headings, without punctuation b. Sentence outline – uses full sentences
- 8. There are four principles in creating an effective outline: a. Parallelism – putting the words in the same grammatical order (parallel grammatical structure) Example: I like to jog, bake, paint, and watch movies.
- 9. I like jogging, baking, painting, and watching movies. The participants in the workshop learned how to communicate, negotiate, and work collaboratively for the most effective outcome. Her main duties were answering phone calls, filing records, and conducting visitor surveys.
- 10. b. Coordination – arranging ideas according to their value or importance; ideas of the of the same relevance or value are labeled in the same way;
- 12. c. Subordination – arranging ideas in levels of significance: major and minor
- 13. d. Division – separating the kinds of points you are making by using a consistent basis of division and distinction.
- 14. 3. USING GRAPHIC ORGANIZERS Graphic organizers are visual and graphic displays that show the relationships among concepts or ideas. There are many different kinds of graphic organizers depending on the type of information being organized.
- 15. Some are given below:
- 16. Lesson2 Patterns of Development in Writing
- 17. Patterns of Development in Writing As a writer, it is important to arrange your ideas in a text according to your purpose in writing. Are you narrating an event, showing cause and effect, defining a term or comparing or contrasting items? Your purpose suggests a method of organization or logical arrangement known as the pattern of development. It could be a way of logically organizing the whole text or a just an individual paragraph.
- 18. There are different patterns by which ideas are developed. 1. Narration – refers to a sequential telling of a story or recounting of a series of events. 2. Definition - Explains an idea, term or phrase using distinguishing characteristics or synonyms. It is used to set working generalizations that help control the meaning and scope of important terms or ideas (Perelman, et al., n.d.)
- 20. 3. Description similar with narration for having many specific details, description “emphasizes the senses by painting a picture of how something looks, sounds, smells, tastes, or feels. Description is often used to establish a mood or atmosphere” (Bedford, Freeman and Worth, 2019, p.2).
- 21. 4. Comparison and contrast – compares two things to highlight their subtle similarities and differences. The author's intent is to describe a connection between two things by showing their distinguishing and shared attributes (Bohaty, 2015).
- 23. 5. Sequence – describes steps, events, processes, or procedures. There are three types of Sequence: steps, timeline, and cycle. Regardless of the type, the author is putting information in an order
- 25. 6. Cause and effect – shows the linkage of causation – how events are influenced or caused by another. “The author's intent is to tell us how an event always leads to an outcome. The event is the cause and the outcome is the result. The relationship is between the cause and the effect” (Bohaty, 2015, p. 40).
- 27. Examples: Betty completed each task perfectly, so she was promoted. I had to get the mop since I spilled my juice. Fred was driving 75 m.p.h. in a 35 mile per hour zone, so he got a speeding ticket. Maria didn’t follow the recipe correctly, so the cake did not come out as expected. The weather forecast called for rain, so he took his umbrella.
- 28. 7. Problem and Solution - divides information into two main sections, one that describes a problem and one that describes a solution. Here, the author’s intent is to discuss or propose a solution to a problem. The relationship between the problem and the solution is explored (Bohaty, 2015).